Infant sleep and development: Concurrent and longitudinal relations during the first 8 months of life

Sleep is an essential function of human life, underlying both biological and cultural processes. Dramatic changes in sleep occur during infancy, in terms of night awakenings, which tend to diminish over time, and day/night sleep duration, with newborns sleeping up to 16-17 hours per day and gradually decreasing to 9-13 hours between 6-11 months of age. Remarkably, research indicates that changes in infant sleep are in interaction with important acquisitions in other domains of child development. In the present study, we aimed at investigating concurrent and longitudinal relations between sleep and cognitive maturation during infancy, by collecting data on 156 infants at 4 months of age and on a subsample of 103 infants at 8 months of age. Infants’ sleep was assessed through the Brief Infant Sleep Questionnaire (BISQ; Sadeh, 2004), whereas cognitive maturation was evaluated using the Developmental ProfileTM 3 (Alpern 2007). We also examined infants’ language understanding through the Italian version of the MacArthur–Bates Communicative Development Inventory (MCDI): Words and Gestures (Caselli & Casadio, 1995; Fenson et al., 1994). Finally, information about infants’ temperament and maternal practices potentially relevant for sleep quality, such as the use of a pacifier at nighttime, co-sleeping and exclusive breastfeeding, was detected. Results showed that night and day sleep were differently related to infants’ development at 4 and 8 months of age, but there were no robust longitudinal relationships.

Age of Onset as a Moderator of Cognitive Decline in Pediatric-Onset Multiple Sclerosis

Cognitive impairment is often reported in pediatric-onset multiple sclerosis (MS). Using serial cognitive data from 35 individuals with pediatric-onset MS, this study examined how age at disease-onset and proxies of cognitive reserve may impact cognitive maturation over the course of childhood and adolescence. Neuropsychological evaluations were conducted at baseline and up to four more assessments. Of the 35 participants, 7 completed only one assessment, 5 completed two assessments, 13 completed three assessments, 10 completed four or more assessments. Growth curve modeling was used to assess longitudinal trajectories on the Trail Making Test-Part B (TMT-B) and the Symbol Digit Modalities (SDMT; oral version) and to examine how age at disease onset, baseline Full Scale IQ, and social status may moderate rate of change on these measures. Mean number of evaluations completed per patient was 2.8. Younger age at disease onset was associated with a greater likelihood of cognitive decline on both the TMT-B (p=.001) and SDMT (p=.005). Baseline IQ and parental social status did not moderate any of the cognitive trajectories. Findings suggest that younger age at disease-onset increases the vulnerability for disrupted performance on measures of information processing, visual scanning, perceptual/motor speed, and working memory. Proxies of cognitive reserve did not protect against the progression of decline on these measures. Young patients with MS should be advised to seek follow-up cognitive evaluation to assess cognitive maturation and to screen for the potential late emergence of cognitive deficits. (JINS, 2014, 20, 1–9)

Secular IQ Increases by Epigenesis? The Hypothesis of Cognitive Genotype Optimization

The short timescale of massive secular IQ gains (“Flynn Effect”) is inconsistent with positive selection of a recent gene mutation, but other genetic mechanisms are possible. Principles of evolutionary psychology, combined with secular trends, suggest an epigenetic explanation: the Cognitive Genome Optimization Hypothesis. Per life-history theory, favorable secular trends may change the phenotypic expression of the genotype which controls the neurophysiology of problem solving. The hypothesis posits two intermediate steps between reliable nutrition (the starting point) and higher IQs (ending point): (1) Earlier cognitive maturation and (2) further calibration of cognitive function by reliable social resources (cultural complexity, mandatory education). Unlike earlier generations, more resources can be deployed to cognitive maturation than to physical survival, and more time is available to calibrate cognitive processing into the upper end of the trait value range for intelligence. The secular trend of earlier puberty timing is critical: data show an association between puberty and higher IQ.

Musical Development and Learning Characteristics of Students

Development involves progressive changes in knowledge and abilities that occur across the life span. Current research on musical abilities suggests that the development of skills necessary for musicality begins in utero and continues through adulthood. Many of these skills, such as the ability to carry a tune, move in time to music, and respond emotionally to music, progress as part of normal cognitive maturation and development. Others, such as explicit musical knowledge and musical performance, require in-depth learning and practice for future musical development to occur. This article provides a compilation of key musical developmental milestones and learning characteristics from prebirth through adolescence gathered from the research literature. A brief summary of relevant information is provided, as well as charts outlining specific points from the literature.